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Panel Presentations Baylor Symposium on Faith and Culture 2019 Panel Presentations Baylor Symposium on Faith and Culture 2019 Character Formation in the English Department Zachary Beck, East Texas Baptist University David Splawn, East Texas Baptist University Jeanna White, East Texas Baptist University Ellis Purdie, East Texas Baptist University The presenters on this panel, all faculty in the department of English at East Texas Baptist University, will discuss various issues related to virtue and character formation in the English classroom. Our department teaches a number of required general-education courses, which gives us the unique advantage of interacting with most of the students during their time at the university. Although the course material for our writing and literature courses easily relates to growth in the virtues, the relationship is not readily apparent to most of our students. We therefore have had to become more intentional in helping students make the connections between reading, writing, and character. Our presentations will focus on the connections that we find most salient and will offer suggestions for drawing students’ attention to them. Dr. David Splawn, the department chair, will share experiences teaching a course on Service Learning in the Humanities to show how studying the humanities relates to the formation of character within the context of the university’s core commitments of embracing faith, engaging minds, empowering leaders, and enhancing community. Dr. Jeanna White, director of the university’s writing program, will explore the use of belief and core values to develop both reading and writing strategies in first-year composition classes. Dr. Ellis Purdie will argue that reading and writing fiction instills in people the virtue of grace: readers and writers who cast stones at the messy characters they encounter on the page effectively end the storytelling process. Drawing on anecdotal findings in his critical theory course showing that students do not know what it means to read as Christians nor how to do so, Dr. Zachary Beck will offer a way of developing Christian readerly virtues using reader-response theory. A Future for American Catholic Higher Education Michael Bradley, Notre Dame Law School Elizabeth Kirk, St. Lawrence Institute for Faith and Culture Gideon Barr, Ave Maria University Currently, there are about 247 Catholic institutions of higher education granting degrees in the United States. That is not an insignificant number. Yet research suggests that only about one half of those schools’ students are themselves Catholics, and that number is likely to slowly drop. Furthermore, the number of Catholic students attending the intentionally and robustly Catholic schools that are routinely recognized by organizations like the Cardinal Newman Society or the National Catholic Register is marginal compared to the number of Catholic students at even a single large state university. To put these claims in perspective: roughly 450,000 Catholic college and university students attend Catholic colleges and universities; four million Catholic students attend non-Catholic colleges and universities. And even when one adjusts the latter number to count only those students who practice their faith to an appreciable degree, there are still one million such students - more than double the number of their counterparts at Catholic schools. Synthesis of available data shows that roughly 92 percent of all Catholics in higher education are presently educated at non-Catholic institutions of higher education. In light of all of this, an obvious question emerges: how is the Catholic Church to form this 92 percent - the young men and women who will later comprise the vast majority of the Church’s parents, spouses, employers, workers, lay leaders, parishioners, and the like - in an adult and intellectually responsible Catholic faith? Existing Newman Centers and Catholic campus ministries minister admirably to these students’ liturgical, sacramental, and pastoral needs. But these organizations are not generally well equipped to 1 mediate the Church’s coherent, vibrant, and demanding intellectual tradition or doctrinal content in a sustained and effective manner. So: what can be done? The Lumen Christi Institute for Catholic Thought, founded at the University of Chicago by Catholic scholars in 1997, has pioneered a new model of Catholic higher education and is the paradigm for the answer to that question. Since its founding 21 years ago, a handful of similar institutes have opened their doors on or adjacent to non-Catholic campuses that are home to a large number of Catholic students. These institutes, though possessing their own charisms and institutional vocations, share both challenges and successful practices in common - in recruiting and retention, fundraising, and accreditation - that can and should be studied with a view toward replication. Michael Bradley will introduce audience members to this budding movement of Catholic institutes and centers for thought and culture; explain the need for them; discuss common challenges and helpful solutions to those problems; and diagnose the next steps for the expansion of this important movement that serves the majority of Catholic students in higher education. Elizabeth Kirk will share the experience of directing such an institute at a large public university, one inspired by John Senior’s Integrated Humanities Program. She will also discuss different models of curricular content, along with marketing concerns related to reaching students and encouraging them to participate in institute programs. Gideon Barr will share the experience of seeking to build an institute at a regional public university and the principal challenges in that process. He will also discuss the importance of collaboration between institutes, dioceses, and existing college ministries, as well as the unique sense of vocation which is called for among scholars interested in this movement. Cultivating Virtue in Philosophy Classes Jared Brandt, Dallas Baptist University Nathan Cartagena, Wheaton College Ryan West, Grove City College Our papers will relate our experience and pedagogy in seeking to cultivate virtues in our undergraduate philosophy courses. Nathan Cartagena will discuss his attempt to cultivate justice in a course on race during a racially turbulent time at his institution: “In this paper, I detail my answer to this question in four parts. First, I sketch my retrieval of Thomas Aquinas’s treatment of justice (iustitia) in the Summa theologiae. Drawing on Aquinas, I construct my class with the assumption that justice is a virtue (virtus) whose forms regard either interpersonal goods or the common good. Second, I outline the four sections of my class, noting the order of learning I employ to justly lead my students. Third, I describe several course-practices (e.g., short daily-expressions-of- gratitude papers; viewing racial history as ecclesiastical family history) I use to help students read and communicate justly. Fourth, I share student comments about how this pedagogy has helped them become more just toward their racialized majority and minority neighbors.” Next, Ryan West will describe his recent Medieval Philosophy course and his efforts to cultivate the virtue of studiositas: “If Aristotle is right, we all by nature desire to know. Yet not all desires for knowledge are created equal. Augustine and Aquinas (among others) distinguish two very different forms of intellectual appetite, one virtuous (studiositas), the other vicious (curiositas). In this paper, after briefly explaining the studiositas/curiositas distinction, I discuss several pedagogical practices I experimented with in the medieval philosophy course I taught recently at Grove City College, all of which were both inspired by medieval pedagogy and aimed at encouraging students toward studiositas and away from curiositas. Practices include in- class liturgies, a semester-long spiritual exercise, regular memorization assignments, reflection papers, and more.” Finally, Jared Brandt will discuss his attempt to cultivate the virtue of temperance in his Introduction to Philosophy course: “In addition to reading and discussing different views (Plato, Aristotle, and Boethius) on the virtue of temperance, I sought to incorporate some student practices that would help the students to increase in temperance. During a summer Introduction to Philosophy course, I asked the students to participate in the spiritual discipline of fasting. The students identified something related to their desire for 2 food, drink, or sex which they would give up for the duration of (or periodically throughout) the course. In addition, they kept a journal in which they related their experience throughout the fast. In the paper, I’ll discuss my pedagogical decisions, student performance and feedback, and assess the overall effectiveness of this procedure in cultivating the virtue of temperance.” Historia Magistra Vitae: Teaching World History and Cultivating Virtues Ryan Butler, Anderson University Kelly Cross Elliott, Abilene Christian University Jennifer Hevelone-Harper, Gordon College Thomas Albert Howard, Valparaiso University In a symposium dedicated to exploring the character of the university, we might do well to first consider what a university education should do and what it is for. As humanities enrollments steadily decline amidst economic anxiety and epistemic crisis, conscientious faculty cannot continue to support a model of higher education that primarily prepares students for the same graduate
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